Doctor of Philosophy in Education, Language, Literacy and Culture, University of California, Berkeley, 1997
Master of Education in Education Administration, University of California, Los Angeles, 1990
Bachelor of Art in Elementary Education, University of Northern Colorado, Greeley, 1986
teacher professional development
For over 25 years, Amy Seely Flint has worked in the field of education, as a classroom teacher, researcher, and teacher educator.
Her research interests are critical literacy, writing pedagogy and teacher professional development. Her publications appear in Journal of Literacy Research, Elementary School Journal, Language Arts, Reading Teacher, and Yearbook of the National Reading Conference, among others.
Flint has authored a number of books, most recently a reading methods textbook (Wiley/Josey Bass, 2007) and co-edited a research methodology text (Routledge, 2013).
She is the Principal Investigator of an USAID All Children Reading Grant for a literacy and technology integration project in the Paarl region of South Africa. Flint presents her research at numerous international and national conferences.
Flint works closely with classroom teachers in the US and abroad in multi-lingual, high poverty settings to improve literacy curriculum and pedagogical practices.
Flint, A.S., Allen, E., Campbell, T., Fraser, A., Hilaski, D., James, L., Rodriguez, S., & Thornton, N. (2012). More than graphs and scripted programs: Teachers navigating the educational policy terrain. In P. Thomas (Ed.), Becoming and Being a Teacher: Confronting Traditional Norms to Create New Democratic Realities. (pp 175-188). Peter Lang
Flint, A.S., & Laman, T. (2012): Where poems hide: Finding reflective, critical spaces inside writing workshop, Theory Into Practice, 51(1), 12-19
Flint, A.S, Zisook, K., & Fisher, T. (2011). Not a one shot deal: Generative professional development among experienced teachers. Teaching and Teacher Education, 27(8), 1163-1169
Flint, A.S. (2007). Literate lives: Teaching reading and writing in elementary classrooms. Hoboken, NJ: Wiley/Josey Bass (433 pgs.)
Van Sluys, K., Lewison, M., & Flint, A.S. (2006). Researching critical literacy: A critical study of analysis of classroom discourse. Journal of Literacy Research, 38(2), 197-233